School:
Teacher:
Teaching Dates & Time:
DAILY LESSON LOG
Grade Level: 12
Learning Area: PHYSICAL SCIENCE
Quarter: 1st Quarter: Week 5
SESSION 1
SESSION 2
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
The learners demonstrate an understanding of...
Standards
1. the relationship between the function and structure of biological macromolecules
2. the following aspects of chemical changes:
a. how fast a reaction takes place
b. how much reactants are needed and how much products are formed in a reaction
c. how much energy is involved in a reaction
SESSION 3
SESSION 4
3. how the uses of different materials are related to their properties and structures
B. Performance
Standards
C. Learning
Competencies &
Learning Objectives
Objectives
The learners are able to...
make either a poster, a flyer, or a brochure on a product (such as fuels, household, or personal care products) indicating its uses, properties, mode of action, and
precautions
1.
explain how the uses of the
following materials depend on
their properties: a. medical
implants, prosthesis b. sports
equipment c. electronic devices d.
construction supplies for buildings
and furniture e. household gadgets
(S11/12PS-IIId-e-20)
2. explain how the properties of the
above materials are determined
by their structure (S11/12PS-IIId-e21)


Created by: GREG M, Et al
describe how the structure
of materials (atomic,
molecular, or macro-level)
determines these
properties.
make infographic about the
chosen topic
3. explain how the structures of
biological macromolecules such
as carbohydrates, lipids, nucleic
acid, and proteins determine
their properties and functions
(S11/12PS-IIIe-22)


Identify and describe the
structure and function of
carbohydrates, proteins,
lipids, and nucleic acids,
and
differentiate
these
biomolecules based on their
4. explain how the structures of
biological macromolecules such
as carbohydrates, lipids, nucleic
acid, and proteins determine
their properties and functions
(S11/12PS-IIIe-22)

Relate the structures of the
biomolecules with their
properties
5. use simple collision theory to
explain
the
effects
of
concentration,
temperature,
and particle size on the rate of
reaction (S11/12PS-IIIf-23)


Define Collision Theory and
explain how it relates to
reaction rates.
Describe the effects of
concentration,
temperature, and particle
size on the rate of chemical
components and roles in
the body

D. Content
Effects of IMFA and Practical
Applications
reactions using the Collision
Theory.
Predict how changes in
these factors influence
reaction rates based on
particle behavior.
How the properties of matter relate to
their chemical structure
How the properties of matter relate to
their chemical structure
How chemical changes take place
The teacher will ask 5 quick warm-up
questions:
1. Which element is the basis of all
life? → Carbon
2. What small unit makes up
proteins? → Amino acids
3. What do we call fats and oils? →
Lipids
4. DNA is what type of
biomolecule? → Nucleic acid
5. Which biomolecule gives quick
energy? → Carbohydrates
The teacher will give the description and
the students will give the biomolecule.
1. It serves as the body’s quick source of
energy.
Answer: Carbohydrate
2. This biomolecule builds and repairs
body
tissues.
Answer: Protein
3. It stores genetic information used in
inheritance.
Answer: Nucleic acid
4. It provides long-term energy storage
and insulation.
Answer: Lipid
The teacher will ask:
"What are signs that a chemical
reaction has occurred?"
The class will have a recap on chemical
kinetics and the concept of reaction
rate.
E. Integration
II. LEARNING
RESOURCES
A. References
Physical
Other Learning
Resources
III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior The class will review the intermolecular
forces of attraction (IMFAs) by reciting
Knowledge
them, and some students will be asked
to give example molecules for each
(REVIEW)
type.
Created by: GREG M, Et al
B. Establishing the
Lesson Purpose
The teacher will present the learning
objectives of the lesson.
The teacher will present the learning
objectives of the lesson.
The teacher will present the learning
objectives of the lesson.
The teacher will present the learning
objectives of the lesson.
The teacher will present a series of
images or real-life examples of objects
used in different contexts (medical,
sports, electronics, construction, and
household items). Each image will
depict a familiar item such as:
 A titanium hip implant
 A carbon fiber bicycle
 A smartphone circuit board
 A concrete wall or steel beam
 A non-stick frying pan or plastic
container
The teacher will ask:
 What foods did you eat today?
Which ones do you think are
healthy or give you energy?
The teacher will show 4 images: sugar
cube, butter, raw egg, DNA strand.
The teacher will ask:

“Which part of your body might
each one affect? Why do you
think their structure matters?”
The teacher will show an animated
video demonstrating how reaction rates
occur and how various factors such as
concentration,
temperature,
and
particle size affect them.
Activity: String Engineering
The teacher will present a dilemma to
learners of making a piece of string
strong enough to lift a 3 kg weight.
Only its current state, the string can
only lift a portion of the weight before
it breaks. The learners need to figure
out how to make it stronger.
The learners can do various things with
the string. The only limitation is that
they must make the string strong
enough to lift a 3 kg weight and that it
must be at least 1/2 meter in length
Created by: GREG M, Et al
Students will reflect individually, discuss
with a partner, then share with the class.
This introduces carbohydrates, lipids,
and proteins naturally.
The teacher will let the students make
their own models of macromolecules
using the provided materials.
C. Developing
and
Deepening
Understandin
g
EXPLORE
EXPLAIN
ELABORATE
The teacher will present some applications in
medicine and other common materials of how
the structures of these related to their
properties and functions.
 Medical implants and prostheses
 Electronic devices and household
gadgets
 Sport equipment
Activity:
The teacher will let students to pick any of the
following materials to research on.
 Polytetrafluorethylene (PTFE) - one
brand is Teflon
 - Kevlar
 - Carbon fibers
 - Polyurethane
 - Tempered glass
 - Ultra high-strength concrete
 - Thermoplastic (there are many types,
the learner needs to only research on
one)
Infographics may include any of the following:
statistics in the form of graphs and charts,
helpful diagrams, and timeline or short
description of the story.
The learners will find the following:
- chemical formula of the material
- structure of the material
- properties and uses - how the material is
manufactured
- historical development (if available)
If there’s time left, the students will show their
output.
Created by: GREG M, Et al
Activity Title: Biomolecule Detectives
Instructions:
1. Group yourselves into 4
teams. Each group will be
assigned one biomolecule
(Carbohydrate, Protein,
Lipid, or Nucleic Acid).
2. Conduct short research using
textbooks, own research, or
prior knowledge. Use the
table below to organize your
findings.
3. Present your findings to the
class through a 2 to 3
minutes poster talk or minipresentation.
The students will answer the
following based on their
understanding and group sharing:
1. Which biomolecule is the
main source of quick energy
for the body?
2. Which biomolecule is
responsible for genetic
information storage?
3. What is the role of proteins
in building the body?
4. Why are lipids important
despite being high in
calories?
Discussion with visuals:
 Carbohydrates: Ring-like
structure → soluble in water →
quick energy
 Lipids: Long hydrocarbon chains
→ nonpolar → energy storage,
insulation
 Proteins: Chains of amino acids
that fold → shape-specific →
enzymes, hormones
 Nucleic Acids: Chains of
nucleotides with nitrogen bases
→ sequence stores genetic info
The teacher will show flash cards (set of 4
macromolecule structure cards) then the
students will match the cards on another
separate cards (descriptions of functions
and properties)
 “Stores genetic instructions”
 “Provides long-term energy and
insulation”
 “Main source of quick energy”
 “Builds and repairs tissues”
Sample Reasoning Guide:
 Carbohydrate → ring-shaped
sugars → quick to break down =
fast energy
 Lipid → long hydrocarbon chains
= good for storing energy
 Protein → folded chain of amino
acids = specific shapes for
enzymes/hormones
 Nucleic acid → nitrogen bases in
a chain = code for traits
The teacher will introduce
Collision Theory:
Key Factors Affecting Collision
Frequency and Energy:
a. Concentration – More particles
per volume = more collisions.
b. Temperature – Higher
temperature = faster particles =
more energetic collisions.
c. Particle size (surface area) –
Smaller particles = more exposed
surface = more collisions.
The teacher will use illustrations
to explain how different factors
affect the rate of chemical
reactions based on Collision
Theory.
Activity: "Reaction Rate
Challenge"
 Students will work in
pairs or small groups.
 Each group will receive a
set of reaction scenarios
(printed cards or on
slides) that describe
chemical reactions with
varying conditions.
For each scenario, students must:
 Identify the factor being
changed (concentration,
temperature, or particle
size).
 Predict whether the
reaction will speed up or
slow down.
5. What would happen if your
diet lacked nucleic acids?

Explain their reasoning
using Collision Theory.
Scenarios:
Two beakers contain the same amount of
hydrochloric acid. In Beaker A, a small piece of
zinc metal is added. In Beaker B, powdered
zinc is used.
✅ Factor: Particle Size
✅ Prediction: Beaker B reacts faster
✅ Explanation: Powdered zinc has greater
surface area, leading to more frequent
collisions.
Beaker A contains 1.0 M hydrochloric acid.
Beaker B contains 3.0 M hydrochloric acid.
Both have the same amount of magnesium
ribbon.
✅ Factor: Concentration
✅ Prediction: Beaker B reacts faster
✅ Explanation: Higher concentration means
more particles per volume, increasing collision
frequency.
A tablet is dropped into cold water in Setup A
and into hot water in Setup B.
✅ Factor: Temperature
✅ Prediction: Setup B reacts faster
✅ Explanation: Higher temperature
increases particle speed and energy, causing
more frequent and energetic collisions.
Two experiments use the same volume of
sodium thiosulfate solution, but one is placed
on an ice bath and the other on a hot plate.
✅ Factor: Temperature
✅ Prediction: Hot plate setup reacts faster
✅ Explanation: Heating increases kinetic
energy of particles, leading to more successful
collisions.
A student adds 5 mL of acid to a base in one
trial, and 20 mL in another. The volume of base
stays the same.
✅ Factor: Concentration (effective particle
amount)
✅ Prediction: The 20 mL setup reacts faster
✅ Explanation: More acid particles are
available to collide with base particles.
Setup A uses granulated sugar in water; Setup
B uses powdered sugar in the same amount of
Created by: GREG M, Et al
water.
✅ Factor: Particle Size
✅ Prediction: Setup B dissolves/reacts faster
✅ Explanation: Powdered sugar has more
surface area, increasing the rate of particle
interaction.
A reaction between baking soda and vinegar is
performed at 10°C and at 50°C.
✅ Factor: Temperature
✅ Prediction: 50°C setup reacts faster
✅ Explanation: Higher temperature = higher
kinetic energy = more collisions with enough
energy to react.
Equal masses of calcium carbonate are used,
but in one test it's marble chips, and in
another, it’s ground into powder.
✅ Factor: Particle Size
✅ Prediction: Powder reacts faster
✅ Explanation: Smaller particles = larger
surface area = more collision opportunities.
Hydrogen peroxide is added to different
concentrations of potassium iodide catalyst.
✅ Factor: Effective Concentration/Catalysis
✅ Prediction: Higher concentration of KI
speeds up the reaction
✅ Explanation: More catalyst speeds up the
decomposition by lowering activation energy,
increasing successful collisions.
D. Making
Generalizations
Created by: GREG M, Et al
The teacher will let the students complete the
table, by asking the missing terms.
Material
Compositio Propert IMFA(s
n
y
)
Medical
implants
and
prostheses
Sports
equipment
Electronic
devices
Constructio
n supplies
The teacher will write a class
summary or chart with the class on
the board. Teacher lets students fill in
gaps as a class.
Biomolecule
Key
Function
Structure
Highlight
Carbohydrat
es
Quick
energy
Proteins
Body
building &
repair
Energy
storage &
insulation
Genetic
informatio
n
Ringshaped
sugars
Amino
acids
Lipids
Nucleic Acids
Commo
n
Source
Bread,
rice
Meat,
beans
Fatty
acids
Oil,
butter
Nucleotid
es
All cells
(meat,
plants)
Guide class in completing a table:
Biomolecul
e
Carbohydra
te
Lipid
Protein
Nucleic
Acid
Structur
e
Feature
Ring
shape
Long
chains
Folded
amino
acids
Nucleotid
e chains
Key
Propert
y
Soluble
Nonpola
r
Shapespecific
Coded
sequenc
e
Functio
n
Quick
energy
Energy
storage
Enzymes
, body
repair
Stores
genetic
info
Concept Mapping
The teacher will let students copy
or complete the chart.
Factor
Temperatur
e
Effect
on
Reactio
n Rate
Increase
s
Concentratio
n
Increase
s
Collision
Theory
Explanatio
n
Particles
move
faster →
more
collisions
with
energy
More
particles
→ more
Household
gadgets
A. Evaluatin
g Learning
Created by: GREG M, Et al
The assessment will be based on the
Assessment Rubric, from their output and
reporting.
Particle Size
1. Which biomolecule is primarily
responsible for storing genetic
information?
A. Carbohydrates
B. Proteins
C. Lipids
D. Nucleic acids
2. Which of the following best
distinguishes proteins from
carbohydrates?
A. Proteins provide quick energy;
carbohydrates build muscle.
B. Proteins are made of amino acids;
carbohydrates are made of simple
sugars.
C. Proteins are found only in plants;
carbohydrates are found only in
animals.
D. Proteins contain only carbon and
hydrogen; carbohydrates contain
nitrogen.
3. What element is commonly found
in nucleic acids but not in
carbohydrates or lipids?
A. Hydrogen
B. Oxygen
C. Phosphorus
D. Carbon
4. Lipids are important in the body
because they:
A. Carry genetic instructions
B. Act as enzymes and hormones
1. Why are lipids good for long-term
energy storage?
2. What makes protein structure
important to its function?
3. Which biomolecule is most
involved in heredity, and why?
Smaller
size =
faster
frequent
collisions
Larger
surface
area →
more area
for
collisions
1. Which statement best
describes the Collision Theory?
a. Particles need to dissolve
before reacting.
b. A chemical reaction occurs
when particles collide with
enough energy and correct
orientation.
c. Reactions happen only in liquid
solutions.
d. Reactions only occur at high
temperatures.
Answer: b
2. Explain why powdered sugar
reacts faster than a sugar cube in
water, using Collision Theory.
Sample Answer:
Powdered sugar has more surface
area, allowing more particles to
collide with water molecules.
According to Collision Theory,
more frequent collisions lead to a
faster reaction rate.
Finding
practical
applicatio
n of
concepts
and skills
in daily
living
B. REMARKS
C. REFLECTI
ON
Created by: GREG M, Et al
“The right material in the right place makes all
the difference—just like the right choices in life.”
Just as materials are chosen for their unique
strengths—whether it’s titanium for implants or
carbon fiber for sports gear—we, too, have our
own strengths and purposes. Understanding our
strengths, using them wisely, and respecting the
differences in others can help us build a
stronger, more purposeful life.
C. Provide insulation and long-term
energy storage
D. Break down glucose for
immediate use
5. Which of the following is the
correct match of biomolecule and its
basic
building
block?
A.
Lipids
–
Nucleotides
B. Nucleic acids – Amino acids
C.
Proteins
–
Fatty
acids
D. Carbohydrates – Monosaccharides
“Just like biomolecules work together
to keep our body healthy, every
person has a unique role to play in
society.”
Each biomolecule has a specific
function: carbohydrates give energy,
proteins build and repair, lipids store
energy and protect organs, and
nucleic
acids
carry
genetic
information.
Despite
their
differences, they work together in
harmony to keep the body alive and
functioning.
In the same way, each person has
unique abilities and responsibilities.
We may differ in strengths—some are
leaders, others are caregivers, artists,
or builders—but when we work
together with respect and purpose,
we create a healthy, balanced
community.
“What’s
inside
determines
what
something can do—just like how our
character shapes our actions.”
In science, the structure of biomolecules
determines
their
properties
and
functions—for example, the folded shape
of proteins allows them to carry out
specific tasks, while the double-helix
structure of DNA enables it to store
genetic information.
In life, our inner values and character—
like
honesty,
kindness,
and
perseverance—determine the kind of
person we become and the impact we
make on others. Just as the right
molecular structure is essential for proper
function, a strong moral foundation is
essential for meaningful and purposeful
living.
“Success in life, like reactions in
chemistry, depends on the right
conditions
and
meaningful
interactions.”
Collision Theory teaches us those
effective collisions—those with
enough energy and proper
orientation—are needed for a
reaction to occur. Similarly, in life,
progress happens when we
approach opportunities with the
right attitude, preparation, and
effort.
Just
as
temperature,
concentration, and particle size
influence reaction rates, our
environment, focus, and mindset
affect how quickly and effectively
we grow and succeed. It’s not just
about doing more, but about
doing things with purpose and
readiness.
A. No.
of
learners
who
earned
80% on
the
formative
assessme
nt
B. No. of
learners who
requires
remediation
C. Did the
remedial
lesson work?
If YES, how
many learners
caught up the
lesson?
D.
Which
teaching
strategy/ies
went
well?
Why
did
this/these
work?
E.
What
difficulties did
I encounter
which
my
superior can
help
me
solve?
F.
What
localized
materials did I
use which I
want to share
Created by: GREG M, Et al
to
other
teachers?
Prepared by:
Created by: GREG M, Et al
Checked by:
Noted by: